The National Commission for Science, Technology and Innovation (NACOSTI) is responsible for regulating and coordinating research, science, and technology development in Kenya. NACOSTI advises the government, sets priorities, and is the focal point for international commitments related to research and innovation. It also works to mainstream science, technology, and innovation in government ministries and agencies. NACOSTI has roles in curriculum implications such as supporting the use of learning analytics, automation, advanced network technologies, and adaptive learning in education. Universities play a key role in research and developing human resources, but government support for research at universities has been declining in recent years.

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INSTITUTION: SOUTH EASTERN KENYA UNIVERSITY
SCHOOL: EDUCATION, HUMANITIES AND SOCIAL SCIENCES
UNIT NAME: CURRICULUM DEVELOPMENT
UNIT CODE: TAP 201
TASK: LEGAL BASIS AND ROLES OF NACOSTI IN CURRICULUM
IMPLEMENTATIONS
INSTRUCTOR: DR. FRANCIS MUYA
GROUP MEMBERS:
NAMES REGISTRATION NUMBER PHONE NUMBERS
1. JOSHUA MWANDIKWA E121/0138/2021
2. DOMINIC KYALO E121/0920/2021
3. NDUNDA JOHN MULI E121/0677/2021
4. ROSE NDUKU MBAE E121/1753/2021
5. JACKLINE KANINI E12/0860/2021
6. KYALO RICHARD MULI E121/0596/2021
7 REGAN MULI E121/0588/2021
8. WAMBUA FAITH MBENI E121/0854/2021
9. ANNASTACIA NDUKU MUTUA E121/0855/2021
10. EVELYNE KAVATA E121/0944/2021
INTRODUCTION

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The National Commission for Science, Technology and Innovation is the public sector agency
responsible for fostering research, science, technology and innovation in Kenya. NACOSTI is
established by the Science, Technology and Innovation Act, No. 28 of 2013 (Rev. 2014) (STI Act) as
a State Corporation. The Commission regulates and assures quality in Science, Technology and
Innovation Sector and advises the Government in matters related thereto. The functions of
NACOSTI are as outlined under section 6 (1) of the STI Act. NACOSTI is responsible for
promotion, regulation, advisory and coordination of research, science, and technology development
in the country.
The Commission promotes knowledge sharing on the existing research system as well as private
sector involvement in the development of scientific research systems. Regulation is undertaken
through licensing of all scientific research, registration, and accreditation of research institutions.
NACOSTI sets agenda through development, in consultation with stakeholders, the priorities in
scientific, technological and innovation activities in Kenya. In addition, NACOSTI is the focal point
on several international commitments on matters research, science and technology and coordinates
and evaluates projects funded under Treaties and Protocols.
NACOSTI is the specialized agency spearheading mainstreaming of science, technology and
innovation in Ministries, Departments, and Agencies. Under this program, institutions commit to
undertake activities aimed at enhancing STI within their operations. Key aspects under this initiative
include human resource development, facilities and equipment, collaborations and partnerships, and
dissemination of outputs.
Some of the functions of NACOSTI are;
(a) develop, in consultation with stakeholders, the priorities in scientific,technological and
innovation activities in Kenya in relation to theeconomic and social policies of the Government, and
the country’s international commitments;
(b) lead inter-agency efforts to implement sound policies and budgets,working in collaboration with
the county governments, and organisations involved in science and technology and innovatio within
Kenya and outside Kenya;
(c) advise the national and county governments on the science,technology and innovation policy,
including general planning andassessment of the necessary financial resources;
(d) liaise with the National Innovation Agency and the National ResearchFund to ensure funding
and implementation of prioritized researchprogrammes;
NACOSTI have the following roles in curriculum implications
 Learning Analytics used by teachers to better record the learning behaviors of students.
 Automation. Students can get a better chance of receiving lectures automatically at specific
times. Lectures can be digitally scheduled. Not to mention, through automation, a better way
to adopt the use of artificial intelligence is well-aided.

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 Usage of 4/5G Technologies in Education.Students are more likely to benefit from this
unique innovation, as this promises them quick downloads of student files and resources and
more powerful networks.
 Adaptive Learning technology that provides learning activities to students, based on their
needs and learning style/behavior. Consider adaptive learning as a piece of tech which
adapts to every students’ needs in a short time. It helps students to adapt to unique learning
paths that are entirely based on their interests and learning ability.
Universities play a key role in the development of human resource for all production sectors of the
economy through training and conducting research and development for the generation, curation
and dissemination of new knowledge. University research programmes are critical in the
development of theoretical foundations in basic sciences that underpin applied research. A great
proportion of research funding initiatives focus more on applied research, seen to generate quick
gains as opposed to basic research, whose benefits are not always apparent. The research portfolio at
universities has been declining over the years due to low funding and greater focus on training.
Government Departments, Agencies and partners should give priority to:
Enhanced research portfolio and capacity at universities and research institutions to address the
research agenda;
Strengthening the existing models of linking academia, industry, community and
government for effective technology transfer;
Enhanced effectiveness of teaching Science, Technology, Engineering and Mathematics (STEM)
subjects and assure equity in enrolment to STEM programmes at all levels of education.
REFERENCES
Kibiri, S. (2016). Writing fundable poposals: Nacosti & other funding agencies.
Ayisi, J., Ndakala, F., Nyanga, R., Daniels, C., Owuor, R., Ting, B., & Wanyaman, B. (2019).
Assessing the Potential for Transformative Innovation Policy in Kenya.
Boschi, A. (2019). Flussi Nacosti. Anatomia dei sotto-Passages/Hidden Fluxs Anatomy of
the Sub-Passages.
on, 357-368. Bartela, F. L., Ritin, K., & Andriano, L. (2016). Effectiveness and efficiency of
national systems of innovation: A comparative analysis of Ghana and Kenya . African

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Journal of Sciecne, Technology and Innovation, 343-356. Bolo, M., Odongo, D., Awino, V.,
Achieng, V., & Onyango, C. (2014). Stuck on the road to the m arket: Why Kenya
suffers from Stauted innovation. Nairobi: Scinnovent Centre Publishing Service